Research On The Assessment And Cultivation Strategies Of Geographical Logical Thinking Abilities Of Middle School Students

In the wave of reform of the new curriculum,for all subjects,the development of thinking skills can be emphasized.Learning geography well does not require simple memorisation skills,but also the ability of logical thinking.which has led to the subject of geography being a subject compatible with literature and science."Reason" is important,and logical thinking is a kind of rational thinking.In addition,the need to use logical thinking skills is a core geography literacy requirement to develop students' comprehensive thinking skills,which includes logical thinking as a necessary prerequisite and important vehicle for other thinking activities.In the subject of geography,students' logical thinking skills are given greater responsibility and obligation in terms of improving them.Firstly,the author uses the bibliometric method to analyse and sort out the current situation of the application of "logical thinking ability" and "geography logical thinking ability" in various subjects in junior and senior high schools on the China CNKI;Secondly,the article refers to Du Guoping's "Elements of Measuring Logical Thinking Ability and its Sample Questions" of the Institute of Philosophy,Chinese Academy of Social Sciences,and uses the test method to compile a set of "Geographic Logical Thinking Ability Test for Junior High School Students" by combining the geography textbook of people's education contents studied in the first semester of the first year.Again,a survey was conducted on the current situation of geographic logical thinking ability of some students in the first year of junior high school in Hengli,Dongguan City.The article uses the results obtained from the students' test questions as the degree of students' mastery of geographic logical thinking ability,and the results show that: the students in this school have an overall medium level of geographic logical thinking ability,and the the problems reflected in the test questions are as follows: unclear logical relationships between concepts is the awareness of certain geographic concepts,which exists confusion,leading to difficulties in extracting geographic substance from longer material.The ability to summarize is weak,where weakness leads to a fragmented system of geographical knowledge structure.In addition,a series of correlation analysis is carried out by using the students' test scores: there is almost no difference in the geographic logical thinking ability of junior high school students of different genders;the geographic logical thinking ability of junior high school students is positively correlated with their performance in geography,and there are significant differences between students of different achievement levels,with higher students' logical thinking ability was better than that of students with lower achievement levels.Then student questionnaires and teacher interviews can investigate the factors influencing junior high school students' logical thinking skills in geography,there are factors related to the learning methods of geography,students' interest in the subject of geography,students' self-perceptions,geography teachers' teaching methods and perceptions of students and other factors.This provides a certain reference basis for the next step,the development strategies of geography logical thinking skills of junior high school students can be identified.For the author,they propose specific teaching strategies: in teaching,relevant geographic concepts are made explicit;in the classroom,geographic questions are carefully designed;students can sort out the logic of geographic knowledge;good use is made of inductive summaries to summarise geographic conclusions;and appropriate adaptation of teaching strategies such as exercises after class.